Reiter Shunit, Vitani Taly
University of Haifa, Israel.
Autism. 2007 Jul;11(4):321-33. doi: 10.1177/1362361307078130.
An intervention program aimed at the improvement of the quality of inclusion of pupils with autism in a regular fourth grade classroom (average age of 9 years) was applied with 23 pupils. Two pupils with autism were included from first grade. The regular pupils displayed signs of burnout stemming from the inclusion. The aim of the study was to examine the effect of a specially designed intervention program on the regular pupils' level of burnout, attitude to the pupils with autism, and the quality of their mediation. Three questionnaires covering these variables were administered twice, at the beginning and at the end of the intervention program. The findings showed less burnout at the end of the program, significant improvement in the quality of mediation and more positive attitudes towards pupils with autism. Significant correlations were found between burnout, quality of tutoring and positive attitudes towards pupils with autism.
一项旨在提高自闭症学生融入普通四年级教室（平均年龄9岁）质量的干预计划应用于23名学生。从一年级起就纳入了两名自闭症学生。普通学生表现出因融合而产生的倦怠迹象。该研究的目的是检验一项专门设计的干预计划对普通学生倦怠水平、对自闭症学生的态度及其调解质量的影响。在干预计划开始和结束时，针对这些变量的三份问卷进行了两次发放。研究结果显示，计划结束时倦怠减少，调解质量显著提高，对自闭症学生的态度更加积极。在倦怠、辅导质量和对自闭症学生的积极态度之间发现了显著相关性。
